Gifted and Talented students at Havelock North Primary are those with the potential to achieve outstanding performance related to other students of the same age, in one or more areas of human endeavour. They display exceptional abilities in one or more aspects of learning and demonstrate certain learning characteristics that give them the potential to achieve outstanding performance.
This is multi-categorical and may include one or more of the following:
- Intellectual/Academic ability. Matauranga (knowledge – intellect, thinking skills, wisdom, education, learned, studious.)
- Creativity – innovative thinking. Tohungatanga (expertise – in curriculum and non-curriculum areas)
- Cultural specific abilities and qualities. Kaitiakitanga (caretaker/guardianship of knowledge, environment and resources)
- Emotional intelligence – intra & inter personal skills, leadership. Whanaungatanga (family values and relationships) Manaakitanga (hospitality, generosity – honouring, caring and giving mana to people thus maintaining your own)Wairuatanga – (balance – harmony, spirituality, being grounded, calm) Rangatiratanga ( ranga – to weave, tira – a company – leadership that inspires unity)
- Cultural arts – verbal, visual & performance. Tikanga (behaviour through protocols, customs and rituals that demonstrate and reinforce values and beliefs)
- Physical & sporting ability. Tinana (physical, recreational pursuits – physical and artistic performance.)
- Technological ability
Gifted and Talented students require differentiated educational programmes and/ or services in order to realise their contribution to self and society.
Our task is to identify these children and give them the appropriate opportunities to enable them to reach their potential. The following information outlines how gifted and talented students are identified and catered for.
The school acknowledges that gifted and talented students have special needs that require differentiated learning experiences and social and emotional support in order to ‘realise their individual potential’.
Multi-categorical approaches are used to identify gifted students at Havelock North Primary. These include, but are not limited to:
- Teacher observation using characteristic checklists or observation scales,
- Standardised tests,
- Parent nomination,
The most common identification approach used in New Zealand schools is teacher observation and nomination.
The classroom teacher is responsible for the identification of students in their class. Identification systems and procedures that seek to identify students with both potential and achievement will be established and ongoing throughout the year. Formal identification will occur at the end of Term 2 and 4.
This identification information is collated on the school’s GATE (Gifted and Talented Education) register.
Parent Nomination Form
A Parent Nomination form is available through the school website.
This form is used as tool to help to create a profile of our Gifted and Talented Students. The nomination form can be requested by parents and used as part of a conversation with your child’s classroom teacher or our GATE coordinator. Teachers and the school’s GATE coordinator may also direct parents to this form.
Children who are well above average in one or more areas are included on the school’s GATE register. This allows teachers to easily identify the children that we feel would benefit from enrichment and extension. The purpose of defining and identifying giftedness is to uncover individual abilities, qualities, and interests, and the objective of differentiation is to further develop them.
There are several ways gifted and talented children may be provided for:
- In class provision such as differentiated learning, grouping, independent study, learning centres, thinking skills, inquiry learning, curriculum compacting etc
- Subject acceleration
- Class acceleration
- Pull-out programmes
- Out of school provision
At Havelock North Primary School children are taught to their individual level in the classroom situation – teachers endeavour to provide appropriate extension and enrichment activities for our more able students. Senior staff offer support for classroom teachers in the form of advice and practical ideas. We also offer small group programmes for some of these children using teacher expertise.
Role of the GATE coordinator
- Prepare, monitor and assist the implementation of a yearly action plan
- Oversee the gifted and talented procedure.
- Assists the implementation of the school’s comprehensive multi-method identification process.
- Oversee the gifted and talented student registrar.
- Aligns enrichment opportunities and in classroom support with information gained from school wide identification.
- Support, organise and promote enrichment activities for students.
- Works with individual teachers to support their provision for gifted learners in the regular classroom situation
- Coordinates all aspects of the GATE programme within the school.
Our current GATE coordinator is Mrs Jenny Cameron. Please make contact if you have any questions. email@example.com
EXTRA OPPORTUNITIES OFFERED AT HAVELOCK NORTH PRIMARY SCHOOL
Children involved in the GATE programmes may be withdrawn from the regular classroom with a small group of children of a similar age and ability, to participate in enrichment activities. Students learn a range of skills and how to utilize these skills to extend themselves. Children are taught to use tools of research effectively so that they can become more confident independent learners. They may participate in challenges and undertake problem solving. Most importantly, these children are given the opportunity to work with others of similar ability – learning together and challenging each other, working on social and emotional skills where needed. We aim to make it fun and informative, so that these children remain ‘switched on’ at school.
Enrichment Opportunities for 2018 include:
Here are some of the enrichment opportunities for 2018. This will be updated throughout the year as we look to cater for student need.
This is an exciting interschool science and technology event, where teams compete to finish a variety of fun and interesting challenges. Last year we won the Hawke’s Bay competition. The website (www.EPro8Challenge.co.nz) describes the event in more detail. This event takes place in March each year.
Meeting of the Minds – National Aquarium of New Zealand
Each year the National Aquarium of New Zealand creates a fun, scientific experience day for students between Year 5-8. The theme for last year’s Meeting of the Minds day was Survivor: Aquarium. The Meeting of the Minds normally takes place in June
This year we will send 3 dance teams to the Dance Festival.
Orchestra – Term 3
Young Writing Competition Focus Year 4,5 & 6
Tournament of the Minds – September New Zealand
Tournament of Minds (TOM) is a problem-solving program for multi-aged teams of students who work together to solve a demanding, open-ended Long-Term Challenge. The team must also participate in an unseen Spontaneous Challenge® on Tournament Day. The program has Primary, Intermediate and Secondary divisions. Tournament of Minds aim is to enhance the potential of our youth by developing diverse skills, enterprise, time management, and the discipline to work collaboratively within a challenging and competitive environment.
This year we will send three teams of Year 5 & 6 students to TOM.
Robotics construction and club – Year 3- 6
- Using Mbots, Lego EV3, Probots and Bee Bots
Otago Problem Solving
This challenge takes place five times a year and gives students an opportunity to perform in problem solving activities that require higher order thinking.
ICAS provides an opportunity for all Years 4 – 13 students to gain a measure of their own achievement in an external testing situation. These examinations take place in Term 3.
Groups may change during the year, and a child may not necessarily be involved in the withdrawal group every term. Please be assured that should they miss out on a space in the GATE programme they will remain on the list of children to be extended in the regular classroom setting.
Reviewed June 2017
He kapura iti i te ngahere, mura katoa te pae rae
A small flickering flame in the forest burns to the furthest horizon